Gotowe bibliografie tematyczne / Gilmore College for Girls

Gotowa bibliografia na temat „Gilmore College for Girls”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 1 lutego 2022

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Artykuły w czasopismach na temat "Gilmore College for Girls"

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Bednarek, Monika. "The language of fictional television". English Text Construction 4, nr 1 (4.05.2011): 54–84. http://dx.doi.org/10.1075/etc.4.1.04bed.

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This article describes differences in the frequency of words/n-grams in television dialogue as compared with a variety of other corpora. It explores frequent lexico-grammatical patterns in the television series Gilmore Girls, in other fictional programmes, and in unscripted spoken and written English. Using ranked frequency lists, the ‘dramedy’ Gilmore Girls is compared both to unscripted language and to a corpus containing dialogue from ten other television series. The results allow us to describe both the specifics of the dialogue of this particular dramedy and the general characteristics of scripted television dialogue as compared to unscripted spoken and written language. The findings also confirm previous assumptions made on the basis of different data that television dialogue is more emotional, but less narrative and vague than naturally occurring conversation.
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Lizardi, Ryan. "Mourning and Melancholia: Conflicting Approaches to Reviving Gilmore Girls One Season at a Time". Television & New Media 19, nr 4 (30.11.2017): 379–95. http://dx.doi.org/10.1177/1527476417742975.

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In 2016, the canceled CW television series Gilmore Girls was revived on Netflix as four 90-minute “mini-movies” called Gilmore Girls: A Year in the Life. Factors contributing to the original series ending, including creator conflicts about its final year, have led to continued series devotion and, consequently, Netflix’s revival that aimed to court the show’s built-in audience as well as a new generation of viewers. To revive a show that caters to established fans and also appeals to potential new fans requires a blend of self-referentiality and narrative continuation. I argue that while established fans were catered to through A Year in the Life’s reinstatement of original creator Amy Sherman-Palladino’s intended series ending, Netflix simultaneously catered to new viewers through streaming features like archive-access and by co-opting the very ending that established fans desired.
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Watts, Geoff. "Ian Gilmore: President of the Royal College of Physicians". Lancet 373, nr 9661 (styczeń 2009): 373. http://dx.doi.org/10.1016/s0140-6736(09)60122-7.

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Jones, Caroline E. "Unpleasant Consequences: First Sex in Buffy the Vampire Slayer, Veronica Mars, and Gilmore Girls". Jeunesse: Young People, Texts, Cultures 5, nr 1 (2013): 65–83. http://dx.doi.org/10.1353/jeu.2013.0008.

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Baym, Nina, i Shirley Marchalonis. "College Girls: A Century in Fiction." Journal of American History 82, nr 4 (marzec 1996): 1587. http://dx.doi.org/10.2307/2945369.

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Kerns, Kathryn M., i Shirley Marchalonis. "College Girls: A Century in Fiction". History of Education Quarterly 36, nr 3 (1996): 388. http://dx.doi.org/10.2307/369437.

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Bo, Jin. "College Girls Are Not So Great". Chinese Education & Society 26, nr 3 (maj 1993): 59–62. http://dx.doi.org/10.2753/ced1061-1932260359.

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Lakhara, Komal, i Rupal Babel. "Footwear buying behaviour among college girls". ASIAN JOURNAL OF HOME SCIENCE 14, nr 2 (15.12.2019): 334–37. http://dx.doi.org/10.15740/has/ajhs/14.2/334-337.

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Lago, Manuel E., i Ignacio Lago. "From the Brady Bunch to Gilmore Girls: The Effect of Household Size on Economic Voting". American Politics Research 49, nr 4 (30.03.2021): 400–411. http://dx.doi.org/10.1177/1532673x211005672.

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This article examines whether household size affects economic voting. We argue when individuals are asked about national economic conditions and their personal financial situation that moderate or mid-range responses are more likely in multi-person households than in one-person households. The aggregation of personal economic evaluations within households reduces the variation in economic opinions across household members. As a result, it is harder for an individual to say that the national economic conditions and her personal financial situation are good or bad as the number of household members increases. Using individual-level data from the American National Election Studies from 1966 to 2016, the authors find that both evaluations of the national economy and personal economic conditions are endogenous to household size. The aggregate, state-level evidence from five presidential elections in the U.S. shows that the impact of the economy on the incumbent support increases the larger the number of one-person households.
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Holsinger, Kristi, i Penny Ayers. "Mentoring girls in juvenile facilities: Connecting college students with incarcerated girls". Journal of Criminal Justice Education 15, nr 2 (listopad 2004): 351–72. http://dx.doi.org/10.1080/10511250400086021.

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Rozprawy doktorskie na temat "Gilmore College for Girls"

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Ertan, Naciye, i res cand@acu edu au. "Factors Relating to Women Attaining Principal Positions in Victoria's Government Secondary Colleges: a Case study". Australian Catholic University. School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp44.29082005.

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Regardless of the promotion structures employed within the different educational systems of this country, men dominate the position of Principal of secondary schools. Despite legislation seeking to provide equality of opportunity and the apparent breaking down of deeply entrenched societal attitudes of women being the servers or followers, there still exist factors that give rise to the under-representation of women in Principal positions of secondary schools. This thesis was designed to investigate issues associated with the apparent gender imbalance in Principal positions in Victoria's government secondary schools. It will attempt to identify elements that have militated against women gaining such positions. The research methodology employed to investigate the problem is a case study approach. The study centered on a girl's school, Gilmore College for Girls, which has had a succession of female Principals. The research involved inviting women who were Principals of Gilmore College for Girls to participate in an interview. Within that format structured interviews were used to seek the women Principals' perceptions as to factors leading to this under-representation of women as Principals. The findings from this study are then interpreted in the light of factors by which the literature explains the problem. Various reasons emerged to explain the lower number of women Principals. It seemed to stem from perceptions about their roles, which limited the level of their involvement in schools: for instance once women teachers were married with children they were less likely to advance in their careers and to apply for Principal positions. The workload of the Principal was also identified as one of the factors inhibiting women from applying for Principal positions. It was seen to make marriage and child rearing almost impossible. Therefore most women were content to be classroom teachers and only apply for positions that suited their interests and allowed them to meet family, home and social commitments. It is suggested that further related investigations be pursued of women in Principal positions of our secondary schools.
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Chávez, López Paula. "Gilmore Girls". La Mirada de Telemo, 2012. http://repositorio.pucp.edu.pe/index//handle/123456789/20290.

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Parker Lewis, La Pequeña Maravilla, El Príncipe de Bel-Air, Alf, Quién Manda a Quién, Tres por tres… Si alguna de estas series te suenan familiares es porque como yo, naciste en los 80’s y te gustaban las sit coms enlatadas que, antes del cable, podíamos ver en televisión todos los días. Años más tarde, seguro viste Friends, Seinfield, Mad About You, That’ 70s Show, Two and a Half Men o The Big Bang Theory, esta vez ya con el cable a cuestas. Al mismo tiempo existían otras series dramáticas con algún toque de comedia que también te capturaron. A mí me pasó con una en especial: las Gilmore Girls.
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Davis, Lisa A. "Feminism and The Women of Stars Hollow: The Gilmore Girls". University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1276797081.

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Dyche, Caitlin. "Binging on Gilmore Girls| A Parasocial Exploration of Fans' Viewing Behaviors". Thesis, The University of Alabama, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261157.

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Binge-watching has become increasingly popular with the rise of video-on-demand services and online streaming sites, but little has been done to evaluate the effects of this new viewing behavior on audiences. This study explores binge-watching as a possible mechanism in the formation of parasocial relationships with media personae as well as a motivator for the negative affects experienced when a persona is no longer included in new content, the phenomenon known as parasocial breakup. Other variables, such as the extent to which the media is watched alone or with others, were also explored. To test these relationships, two online surveys were completed by fans of the television show Gilmore Girls, one before the release of a new Gilmore Girls mini-series on Netflix and one after the release. A total of 387 fans participated in the surveys, which assessed their viewing behaviors of the mini-series and already-released episodes in the time leading up to the mini-series? premiere. In the post-watching sample, it was found that binge-watching the mini-series was negatively related to parasocial relationship intensity. Furthermore, parasocial relationship intensity was positively related to parasocial breakup distress. Other predictors of parasocial relationship intensity include show affinity and age of viewer, while mini-series enjoyment was found to have a strong, negative correlation to parasocial breakup distress. Findings suggest further research regarding the relationship between binge-watching and parasocial relationships, as well as the influence that discussing the show with others has on breakup distress.

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Vänni, R. (Riikka). "The translation of cultural references and proper-name allusions in the Finnish subtitles of Gilmore Girls". Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201712213398.

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This study deals with the translation of cultural references and proper-name allusions from English to Finnish in the DVD-subtitles of Gilmore Girls. Its most important aim is to examine what types of methods have been used to translate the culture-bound items found in the so-called Gilmore-isms or, what type of relationship does the target text have with the source text and whether the translations are more foreignising or domesticating. In addition to this, the study examines the type of influence the needs of the receiver and the audiovisual format and the relationship between the source and the target culture have on translation and in which ways translation is associated with cultural and social power structures in society. The research questions are approached with the help of Translation Studies. A methodological basis has been sought especially from the research on allusions by Leppihalme and the methods of foreignisation and domestication by Venuti. In addition to this, the analysis draws from Reception Theory and the Study of Audiovisual Translation. 9 episodes from the 4th season of Gilmore Girls were analysed. There were 62 Gilmore-isms and 80 cultural references to music, films, television programmes, fictional characters, politicians and famous people found in the study material. Based on this study and earlier research, it can be claimed that culture-bound items are usually translated with foreignising methods when translating from English to Finnish in television series. This is believed to have to do with the socio-economic power of Anglophone countries, especially the United States, over marginal ones. Finnish viewers are also used to English expressions and the culture of Anglophone countries and, therefore, the use of U.S. American cultural references does not form a problem for the receiver. The audiovisual format has not affected the chosen translation methods as much as had been anticipated, thus space has not been a particularly significant factor for the translators which can also be seen in the translation methods chosen
Tässä tutkielmassa käsitellään kulttuuriviittausten sekä erisnimi-alluusioiden kääntämistä englannista suomeksi Gilmoren tyttöjen DVD-tekstityksissä. Sen perimmäisenä tarkoituksena on selvittää, millaisin metodein niin kutsutuista Gilmore-ismeista löydetyt kulttuurisidonnaiset viittaukset on käännetty, eli millainen suhde lähdetekstillä on kohdetekstiin ja ovatko käännökset kotouttavia vai vieraannuttavia. Lisäksi tutkielmassa selvitetään vastaanottajan tarpeiden ja audiovisuaalisen formaatin sekä lähde- ja kohdekulttuurin välisen suhteen vaikutusta käännöksiin ja millä tavoin kääntäminen liittyy yhteiskunnassa vallitseviin kulttuurisiin ja sosiaalisiin valtarakenteisiin. Tutkimuskysymyksiä lähestytään kääntämistutkimuksen keinoin. Metodista teoriapohjaa on haettu erityisesti Leppihalmeen alluusioiden tutkimuksesta, sekä Venutin kotouttamisen ja vieraannuttamisen strategioista. Tämän lisäksi analyysiosio ammentaa tietoa vastaanottotutkimuksesta, sekä audiovisuaalisen kääntämisen tutkimuksesta. Tutkimuksessa analysoitiin 9 Gilmoren tyttöjen jaksoa 4. tuotantokaudelta. Musiikkiin, elokuviin, televisio-ohjelmiin, fiktiivisiin hahmoihin, poliitikoihin sekä kuuluisuuksiin liittyviä Gilmore-ismeja löydettiin tutkimusmateriaalista 62 kappaletta ja niistä kulttuurisidonnaisia viittauksia 80 kappaletta. Tämän sekä aiempien tutkimusten perusteella voidaan väittää, että kulttuurisidonnaiset viittaukset käännetään useimmiten vieraannuttavasti silloin, kun käännetään englannista suomeksi televisiosarjoissa. Tämän uskotaan liittyvän englanninkielisten maiden, erityisesti Yhdysvaltojen omaamaan sosio-ekonomiseen valta-asemaan. Suomalaiset katsojat ovat myös tottuneet englanninkielisiin ilmaisuihin ja englanninkielisten maiden kulttuuriin, joten yhdysvaltalaisten kulttuuriviittausten käyttö sellaisenaan ei muodostu ongelmaksi katsojalle. Audiovisuaalinen formaatti ei ole vaikuttanut valittuihin käännösmetodeihin niin paljon kuin odotettiin, eli tila ei ole muodostunut merkittäväksi tekijäksi kääntäjille, mikä näkyy myös valituissa käännösmetodeissa
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Conaway, Sandra B. "Girls Who (Don’t) Wear Glasses: The Performativity of Smart Girls on Teen Television". Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182800368.

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Ramalho, Mainly Reinhardt Vieira dos Santos. "Teaching chunks of language: um trabalho com o seriado Gilmore Girls em aulas de inglês como língua estrangeira". Universidade Presbiteriana Mackenzie, 2011. http://tede.mackenzie.br/jspui/handle/tede/2123.

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Made available in DSpace on 2016-03-15T19:45:24Z (GMT). No. of bitstreams: 1 Mainly Reinhardt Vieira dos Santos Ramalho.pdf: 2370241 bytes, checksum: 0f6a5822990ef31cfdf2f037d0450824 (MD5) Previous issue date: 2011-10-14
This paper aims to study the usage of American TV series in English as a foreign language classes through the gathering of chunks of language. Though we start this dissertation from the description of the communicative and its innovative principles by presenting the communicative competence and its four divisions strategic, grammatical, discursive and sociolinguistic based on researches like Hymes (1972), Brown (2000), Richards (2006), Richards e Roberts (1986) and Savignon (1983; 1991). Besides we describe the importance of the realia in a communicative class. As well as we discuss the lesson of the communicative approach and the four abilities reading, writing, speaking and listening. Still talking about the communicative lesson we discuss about teaching grammar, vocabulary and culture. The choice of using TV series is justified because they are a rich source both linguistic and cultural of the English language (North American) and we can find a plenty of examples chunks of language, collocations, phrasal verbs, and idioms. In our analysis we gathered not only the linguistics but also the cultural references of the first episode of Gilmore Girls by using software known as Unitex® that searches the chunks in the script selected and finally we propose some activities based on the analysis.
Este trabalho tem como objetivo estudar o uso de seriados de televisão norte-americanos em aulas de inglês como língua estrangeira por meio do levantamento dos chunks da língua inglesa. Iniciamos, então, esta dissertação pela descrição da CLT e seus preceitos inovadores apresentando competência comunicativa e suas quatro subdivisões competência estratégica, gramatical, discursiva e sociolinguística com base nos estudos de pesquisadores como Hymes (1972), Brown (2000), Richards (2006), Richards e Roberts (1986), Savignon (1983; 1991). Além disso, em nossa pesquisa, descrevemos o uso de realia em sala de aula, e em nosso recorte optamos pelos seriados norte-americanos. Ainda falando sobre a CLT, discorremos acerca da aula comunicativa apresentando suas características, bem como discutimos as quarto habilidades linguísticas: a leitura (reading), a escrita (writing), a habilidade oral (speaking) e habilidade de ouvir (listening), tratamos, igualmente, do ensino de gramática (teaching grammar), de vocabulário (teaching vocabulary), e cultura acompanhadas de sugestões de atividades relacionadas ao uso de seriados. A justificativa da escolha de seriados norte-americanos deu-se por se tratar de uma rica fonte cultural e linguística e dos chunks da língua inglesa e suas subdivisões collocations, phrasal verbs e idioms está centrado na cultura americana. Em nossa análise, fizemos o levantamento das referências culturais e linguísticas de um episódio do seriado Gilmore Girls - Pilot (Episódio Piloto) - utilizando o programa de computador Unitex® que realiza uma varredura no texto e localiza os chunks of language no roteiro do episódio e, por fim apresentamos algumas atividades baseadas na análise feita.
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Tuna, Berglin Ieva. ""Really? You're gonna say 'tunes'?": The functions of register clashes in the television drama series Gilmore Girls". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-10187.

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Register clashes are a linguistic phenomenon that occurs in both real and fictional interaction. This study, based on the theory of register as developed by Halliday, examines the functions of register clashes in the television drama series Gilmore Girls. It was hypothesized that the function of register clashes is to create humor, to characterize some characters on the show as sophisticated and witty and some others as lacking in communicative competence, or what is popularly referred to as geeky or nerdy, as well as to characterize the show. A total of 1,306 cases of register clashes were identified, of which 761 cases (58.3 percent) were clear cases and 545 cases (41.7 percent) were somewhat more doubtful. Nearly all cases of register clashes found were considered to have been used to create humor. Eight out of the ten most productive characters with respect to the utterance of register clashes were found to be characterized as witty; the other two characters produced register clashes in a way that characterized them as geeky. Each of the six episodes examined in this study was found to contain many instances of register clashes, regardless of the fact that each was written by a different author. The results thus suggest that the function of register clashes in Gilmore Girls is indeed to create humor, to characterize the characters, and to characterize the show.
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Fernandes, Alexandra Vale. "Tradução para legendagem : perspectivas e condicionalismos : com uma breve análise de um episódio de "Gilmore girls" - "Tal mãe, tal filha"". Dissertação, Porto : [Edição de Autor], 2007. http://aleph.letras.up.pt/F?func=find-b&find_code=SYS&request=000181900.

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Esta dissertação aborda o tema da tradução para legendagem, integrando-a no campo mais alargado da tradução audiovisual. procura tecer considerações sobre o perfil do tradutor de legendagem e as características específicas deste tipo de tradução.
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Fernandes, Alexandra Vale. "Tradução para legendagem : perspectivas e condicionalismos : com uma breve análise de um episódio de "Gilmore girls" - "Tal mãe, tal filha"". Master's thesis, Porto : [Edição de Autor], 2007. http://hdl.handle.net/10216/14671.

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Esta dissertação aborda o tema da tradução para legendagem, integrando-a no campo mais alargado da tradução audiovisual. procura tecer considerações sobre o perfil do tradutor de legendagem e as características específicas deste tipo de tradução.
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Książki na temat "Gilmore College for Girls"

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Gilmore girls: Für immer und ewig. Köln: vgs Egmont, 2006.

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Silva, Thea. Gilmore girls: Heimliche Liebschaften : Roman / Thea Silva. Ko ln: vgs Egmont, 2005.

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Dubowski, Cathy East. Gilmore Girls #2: I Love You, You Idiot. New York: HarperEntertainment, 2002.

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Hartmann, Sylvia. Gilmore girls: Su sse Sorgen : Roman / Sylvia Hartmann. Ko ln: vgs Egmont, 2006.

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Pascal, Francine. College girls. New York: Bantam Books, 1995.

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Engels, Nina. Gilmore girls: Weil ich dich liebe ... : Roman / Nina Engels. Ko ln: vgs Egmont, 2005.

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Martinez, Carina. Gilmore girls: Lorelai in Liebesno ten : Roman / Carina Martinez. Ko ln: vgs Egmont, 2005.

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Amy, Sherman-Palladino, i Copyright Paperback Collection (Library of Congress), red. Like mother, like daughter. New York, N.Y: HarperEntertainment, 2002.

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Engels, Nina. Gilmore girls: Er liebt mich, er liebt mich nicht : Roman / Nina Engels. Köln: vgs Egmont, 2006.

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Crusie, Jennifer. Coffee at Luke's. New York: Benbella Books, 2009.

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Części książek na temat "Gilmore College for Girls"

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Eulenbach, Marcel, i Christine Wiezorek. "Generationale Ablösungsprozesse in der Fernsehserie „Gilmore Girls“". W Jugend, Familie und Generationen im Wandel, 307–28. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-24185-8_19.

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Draeger, John. "Can Girls Go Wild With Self-Respect?" W College Sex - Philosophy for Everyone, 198–208. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444324488.ch15.

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Westman, Karin E. "Beauty and the Geek: Changing Gender Stereotypes on the Gilmore Girls". W Geek Chic: Smart Women in Popular Culture, 11–30. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1007/978-1-137-08421-7_2.

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Clark, Sue, i Diane Atkins. "Girls into IT at Stockton Sixth Form College, Cleveland". W Workshops in Computing, 331–33. London: Springer London, 1991. http://dx.doi.org/10.1007/978-1-4471-3875-4_49.

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Patel, P., Rauf Iqbal, H. Bhasin, A. Bhatnagar i M. K. Chauhan. "General Health-Related Physical Fitness Levels of College-Going Girls from Maharashtra". W Ergonomics in Caring for People, 97–103. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4980-4_13.

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Budnick, Jamie. "Straight Girls Do Kiss on Campus, But What About Those Who Don’t Go to College?" W The State of Families, 42–44. New York, NY : Routledge Books, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429397868-11.

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Yu, George C. "The Case of St Margaret’s Girls’ College: How SLOA Promotes Self-Assessment and Peer Assessment to Enhance Secondary School Student English Learning". W Self-directed Learning Oriented Assessments in the Asia-Pacific, 393–411. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4507-0_20.

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Neudecker, Barbara. "II.5. Gilmore Girls". W Suchtfaktor Serie, 151–70. Psychosozial-Verlag, 2020. http://dx.doi.org/10.30820/9783837977486-151.

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Jabour, Anya. "College Girls". W Scarlett's Sisters, 47–82. University of North Carolina Press, 2007. http://dx.doi.org/10.5149/9780807887646_jabour.6.

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"Front Matter". W Gilmore Girls – mehr als eine Fernsehserie?, 2–4. Verlag Barbara Budrich, 2011. http://dx.doi.org/10.2307/j.ctvddzw81.1.

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Streszczenia konferencji na temat "Gilmore College for Girls"

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Xu, Mu, Xiaoxia Ge i Zhengjie Zhu. "Analysis on View of Romantic Relationship of qPost-95q (Born after 1995) College Girls". W 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.74.

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Rychkova, Lyubov, Ekaterina Sheneman, Tatyana Bairova, Vladimir Polyakov i Aryuna Kosovtseva. "P519 Psychological interventions and motivation for weight loss in girls with android obesity". W Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.854.

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Letifov, Gadgy, Julia Chebotareva i Zareta Kostoyeva. "P586 Some aspects of adjuvant therapy of recurrent vulvovaginitis in girls with urinary tract infections". W Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.920.

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Abedin, Nuren, Jecinta Kamau, Hironobu Kitaoka, Hiroshi Okajima, Masaharu Okada, Akira Fukuda i Ashir Ahmed. "Providing safe and affordable transportation to reduce female students dropout: A case study on college girls in rural Bangladesh". W 2016 IEEE International Conference on Systems, Man, and Cybernetics (SMC). IEEE, 2016. http://dx.doi.org/10.1109/smc.2016.7844879.

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Sheneman, Ekaterina, Tatyana Bairova, Ksenia Ievleva, Lyubov Rychkova i Olga Bugun. "GP222 Clinical and metabolic parameters in girls-carriers of LEPR rs1137100 with android and gynoid obesity". W Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.281.

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Wang, Baokui. "A study on the strategy and current development situation of the college girls' fitness and health in the Chinese universities". W 2011 International Conference on Human Health and Biomedical Engineering (HHBE). IEEE, 2011. http://dx.doi.org/10.1109/hhbe.2011.6028921.

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Duvvury, N., M. Chadha, S. Scriver, S. Raghavendran, F. Asante, K. Ghaus, K. Elmusharaf, M. Sabir, G. Mcdarby i C. Ballantine. "OP94 Health and productivity costs of violence against women and girls". W Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.98.

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Schimpf, Corey, Kelly Andronicos i Joyce Main. "Using life course theory to frame women and girls' trajectories toward (or away) from computing: Pre high-school through college years". W 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344064.

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Williamson, E., A. Forster i H. Bedford. "G168 HPV:not just for girls! a qualitative study exploring the views of 11–12 year olds about the human papillomavirus (HPV) vaccination". W Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 25 September 2020–13 November 2020. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2020. http://dx.doi.org/10.1136/archdischild-2020-rcpch.139.

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Harvey, K., P. Mano, I. Lakshminarayana i S. Gupta. "G480(P) Menstruation matters: the impact of menstruation on girls and young women with severe learning difficulties and their families". W Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.464.

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Raporty organizacyjne na temat "Gilmore College for Girls"

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Zhang, Bopeng (Pollyanna), Yu Pu, Amanda Jorgensen i Sara Marcketti. Analysis of College Girls and Fashion Proportion in Mademoiselle, 1960-1974. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-623.

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